과학교육연구지 (Journal of Science Education)

  • 제42권3호
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  • Pages.352-370
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  • 2018
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  • 1225-3944(pISSN)
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  • 2733-4074(eISSN)
경북대학교 과학교육연구소 (Science Education Research Institute Kyungpook National University)
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Peer Instruction을 활용한 과학수업이 초등학교 3학년 학생들의 수업참여도 및 토론 능력 신장에 미치는 영향

The Influence of the Application of Peer Instruction in Science Class on Participation Degree and the Debating Ability of Third-Grade Elementary School Students

  • 투고 : 2018.10.04
  • 심사 : 2018.12.13
  • 발행 : 2018.12.30
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초록

이 연구의 목적은 Peer Instruction의 지속적 활용이 초등학교 3학년 학생들의 과학 수업참여도와 토론 능력의 신장에 어떤 영향을 미치는지 살펴보고자 이루어졌다. 수업 주제와 관련된 선다형 문항을 활용하여 이루어지는 토론식 수업인 Peer Instruction이 3학년 과학 교과의 전차시의 수업에 대하여 6개월 동안 지속적으로 적용이 이루어졌고, 과학 수업참여도와 토론 능력을 조사하여 그 신장 정도를 알아보았다. 그 결과, 수업참여도 5개 영역인 수업준비하기, 수업활동하기, 의사표현하기, 수업확장하기, 수업열정, 모두에 대하여 통계적으로 유의한 효과를 나타내었음은 물론, 토론 능력 6개 영역인 논리력, 분석력, 듣기능력, 수용성, 규칙성, 적극성 영역에 대해서도 통계적으로 모두 유의한 효과를 보이는 것으로 나타나, Peer Instruction의 적용은 초등학교 3학년 학생들의 수업참여도와 토론 능력의 변화에 매우 긍정적인 영향을 미치는 것으로 확인되었다.

The purpose of this study is to explore how Peer Instruction can continuously help improve third-grade students' participation and their ability to debate in Science classes. There were multiple-choice questions relating to the discussions and debating class and Peer Instruction of the entire third grade Science curriculum which had been applied for six months. Also, after looking into the class participation and the debating ability, there was a degree of increase. As a result, there were five areas in class participation which are class preparation, class activity, expressing oneself, class expansion, and class dedication; all have statistically significant effects on the six areas of the discussion skill: logic, analytical skill, listening skill, receptiveness, regularity, and initiative. As it shows, both of these areas show a significant statistical effect on the application of Peer Instruction and confirmed to have a positive influence on the change in the participation and the discussion skills.

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